'Curriculum Development for Small Group Esl Essay\r'

'I. translation of Learners\r\nThis private tutoring mark has been developed for terce elementary initiate girls, ages 8 †11. They ar sisters, recent immigrants from Saudi Arabia, who get out be living and clinging school in the U.S. for approximately two years. These students commit been delegate a private slope dustup tutor by Cartus Intercultural linguistic communication Solutions on behalf of Chevron Corporation, as part of their family’s transfer package. The students form a wrangle background in Arabic, which is the primary wording spoken in their home.\r\nThey each(prenominal) attend a sm all in all, private, international school, where their teachers allow them verit qualified â€Å"ESL modifications”. Information gathered from these students’ ask estimate military ranks (to be discussed in section third) showed them to be in the early production dress of English lyric development. They take up control listening and discourse ing proficiency, a unbend open grasp of the Latin alphabet, and the ability to realize and write at about a kindergarten level. The students were very hesitant to peach English initially, which made appraisal difficult.\r\nII. Course principle\r\nCartus’ lyric poem trainers develop individualized programs to happen upon the call for of each participant, based on the results of the initial necessarily assessment process. nomenclature trainers design programs for such(prenominal) practical applications as function-specific skills and phraseology and conversational proficiency in severalize to increase your participant’s competency and confidence. Every aspect of the develop program is customized. Considering this scenario, there is no standardized class. at a time students’ needs imbibe been assessed, and accessible goals have been putd, accordingly materials must be purchased in order to meet line of descent objectives. The primary stakeholder is the children’s engender, the students themselves atomic number 18 the supplemental stakeholders, and their elementary teachers could be considered as tertiary stakeholders.\r\nIII. Needs Analysis\r\nCartus leaves analysis and evaluation up to the individual delivery teacher. An interrogate was conducted with the father over the phone to determine his goals for each child. During this conversation he in all case succeedd insight into each child’s personality and individual English proficiency. It was then discovered that a previous trainer had conducted an English language assessment plot of land the children were still in Saudi Arabia. This assessment raft be seen in supplement 1.\r\nConsidering the results of the previous assessment, the teacher conducted one on one interviews with each child difficult to gauge their levels of proficiency in the succeeding(a) argonas: listening, speaking, information, and writing. The instructor sought to identify any gaps between what students argon fitted to do and what they are required to do at school. Low lineage level questions, such as the ones listed below, were asked in order to lay out both preliteracy and literacy skills the students possessed. These initial questions were asked orally.\r\nHow many brothers do you have?\r\nHow many sisters do you have?\r\nWhat is the name of your teacher?\r\nWhat is the name of your bumble sister?\r\nHow many fingers do you have?\r\nWhat is your favorite toy?\r\nIn addition, during the course of the program, one of the children’s teachers was consulted in order to identify more specific goals.\r\nIV. Goals and Objectives\r\nThe students’ father is the primary determiner of their educational goals. He stated, â€Å"They each need to be able to read passages at a meteoric rate and be able to speak and conversate.” (sic) In order to achieve these goals, the instructor took into account the students’ needs and abilities and class the undermentioned objectives to meet the father’s moderately broad goal:\r\n* Know the name and telephones of all the harmonicals and vowel sounds\r\n* visit phonics c formerlypts such as consonant combinations\r\n* determine a pertinacious, schooling, and summarizing simple-minded stories with pictures\r\n* build thought of everyday vocabulary\r\n* Follow simple oral instructions\r\n* examine insureing of the most fundamental, specialized vocabulary in content areas (e.g., shapes, colors, alphabet, numerals, animals)\r\n* Understand nouns, verbs, and punctuation\r\n* Understand singular and plural\r\n* Understand common and proper nouns\r\n* Understand simple past, present, and future tenses.\r\nV. Course content\r\nLessons are conducted in the students’ home for three hours quartet days a week. The instructor has purchased all study materials and supplies to be employ for the program. The materials are kept at the students’ home for them to use on their own over the weekend. on occasion a student will have a homework assignment that needs to be addressed by the language instructor. In those instances the subject matter is merged into the curriculum and each student will acquire key aspects of the material in a situational capacity. Although the students are of varying ages, delinquent to their intimacy and language background, lessons are a good deal conducted as a small group. It has been constituted that they challenge one another to speak English and are competitive when it comes to course session and responding to questions in English.\r\nThey have a prescribed effect on one another, so the occasional situational content can be either elaborated upon or modify as needed. Over the first months of the program, lessons were think on advancing the students from the wordless purpose to initial stages of speech. The students were introduced to concepts of consonants, vowels, and phonics before add itional topics were explored. Once students began to speak and read with increasing frequency, they began rendition sentences and discussing stories. Recently they have been able to tender information about themselves, their day at school, and other activities. Below are examples of lessons on vowel strongs, consonant blends, rhyming, and reading\r\nVI. MaterialsThe instructor has purchased compatible study materials to be utilize and shared by all of the girls. in that respect is no one overaching core book, quite an many workbooks, puzzles, games, and story books are apply throughout the lessons. In addition to whatever of the worksheets shown above, those materials include the prolonging: This book introduces consonant combinations such as â€Å"sl”, â€Å"st”, and â€Å"sk”. Students read the instructions and follow the instructions to fill in the blank, sum sentences to corresponding pictures, and fill in crossword puzzle puzzles. This book intro duces consonant combinations such as â€Å"sl”, â€Å"st”, and â€Å"sk”. Students read the instructions and follow the instructions to fill in the blank, match sentences to corresponding pictures, and fill in crossword puzzles. This phonetic puzzle reinforces students’ understanding of long and short vowel sounds, and is as well as apply to increase vocabulary.\r\nThis phonetic puzzle reinforces students’ understanding of long and short vowel sounds, and is as well as utilize to increase vocabulary.\r\nThis pack of separate is used to refresh student’s memory of past lessons, and also to educate short sentences or phrases. This pack of separate is used to refresh student’s memory of past lessons, and also to come to short sentences or phrases. These beginning reading books provide pictoral cues to accompany the sentences. Students are able to recognize animals and food in the books and learn their English names. They are also able to practice phonetic reading skills. These beginning reading books provide pictoral cues to accompany the sentences. Students are able to recognize animals and food in the books and learn their English names. They are also able to practice phonetic reading skills. Magnetic letters are used to create words and fascilitate reading phonetically. Students set about rhyming words and create bracing words by adding â€Å"sneaky mum e” to the ends of short vowel sound words. Magnetic letters are used to create words and fascilitate reading phonetically.\r\nStudents deliver rhyming words and create innovative words by adding â€Å"sneaky silent e” to the ends of short vowel sound words. VII. AssessmentBecause these students are not graded or scored, their knowledge and ability must be assessed in less structured, more constitutive(a) ways. The students attend English language school every day and have certain anxieties in regard to tests and quizzes. Assessment is performed during every lesson to determine what tools and materials are meeting the students’ needs, as well as how the students respond to the materials. The students’ father, as well as comments from classroom teachers provide vital information that the language instructor uses to assess the students, to inform future lesson content, and to complot the bar for students’ objectives.Students are on a break for the holidays, but during their last lesson they were asked approximately of the following questions:What is a noun? evict you each name three common nouns?What is a proper noun?\r\nHow do you write a proper noun?If one is a â€Å" fuddle”, what are two called?If one is a â€Å"foot”, what are two called?Can you name three words that rime with â€Å"cat”?Can you name three words that start with â€Å"sk” like â€Å" issue”?The word â€Å"dime”, does it have a short or long vowel sound?What gives it that sound?Ho w much is a dime worth?What is the opposite of â€Å"up”?What is the opposite of â€Å"hot”?If your body needs food you are _______If your body needs water you are _______Their answers were used to set homework assignments and to establish new goals once lessons resume in January.Observation and interview results have indicated that the students are progressing well into â€Å"high savant proficiency” and are beginning to understand language and use it in a limited capacity.\r\nTypically, they memorize words and phrases and can comprehend and utilize language that they havebeen taught. The curriculum focuses on applying literacy skills to the development of new knowledge. In second language acquisition, social language usually precedes academic language development.Appendix 1.\r\nReferences\r\nDept. of Education, severalize of Tennessee. 2005. ESL Curriculum Standards: Proficiency Levels. Retrieved celestial latitude 22, 2012, from http://www.fentress.k12tn.net /ESL Cartus, 2012 Intercultural and Language Training Worldwide. Retrieved December 22, 2012, from www.cartus.comFerlazzo, L., and K. Hull Sypnieski. 2012. The ESL/ELL teacher’s Survival Guide. San Francisco: Jossey Bass.FlashKids Editors, 2010. Phonics Blends. U.S. FlashKids Books.Magnetic Letters, 2012, Lakeshore acquire Materials.Richards, J.C. 2001. Curriculum development in language teaching. Cambridge: Cambridge University Press.Sight Words, 2012, Lakeshore Learning MaterialsWho Lives at the consortium? Parents. Minibook. Activities: Science & Nature: Ages 3-6. Retrieved December 22, 2012 from\r\nwww.scholastic.com Worksheets for Young ESL Learners. Retrieved December 22 from 2012,www.bogglesworldesl.com vowel sound Sounds Match Ups,\r\n'